grade 9 macbeth essay violence

Mr Salles Teaches English

How is Violence Portrayed in Macbeth?

Another top grade essay.

Students keep sending me essays, which is great for you, and terrible for me.

I’m busy making videos. I’m releasing courses on AQA GCSE language . I’m collabbing with Mr Everything English and First Rate Tutor.

But, exams are coming - and so I turn to Tilf.io.

I’ve just had a chat with Kelly, and I’ve said students need more than one free go. And she says, ah, but they can. If you get anyone else to sign up for a free go, you get more free goes. I wish you would do that so that you don’t send them to me!

Give Tilf.io a go. It now gives you a mark too.

In Shakespeare's archetypal, allegorical play "Macbeth", Macbeth's violence is constructed as a warning outlining the detrimental repercussions on morality when employing violence to fulfil selfish ambitions in order to obtain power. In Macbeth's character, violence is inextricably liked to his ambition and his path to usurping the throne, as well as the gender roles prescribed by a patriarchal society that incites a trajectory to prove ones self-worth by procuring an unblemished masculinity.

(This introduction sets up a clear argument about the thematic link between violence and ambition in 'Macbeth'. You effectively introduce the idea that violence is not only a physical act but also tied to societal expectations of masculinity. However, be cautious with phrasing to ensure clarity; 'inextricably liked' may be a typo for 'linked'.)

In the extract Macbeth’s violent acts are commemorated in battle, using violence to defend one's country and defeat ones enemies is valued and respected. The Captain illustrates Macbeth's brave conquering as honoured: "Disdaining Fortune... smoked with bloody execution". The use of religious imagery within "fortune", could suggest how Macbeth's acts of "valour" were honourable and true, how he is so "worthy" that he can destroy his countries enemy, by his own might, without god's help. In this Shakespeare displays the idea that some violent acts are necessary and "valiant", and so initially Macbeth's acts are alined with God and the divine order. Alternatively, "fortune"could allude to fate and the predetermined, relating to gods divine plan. However, it is curious how Macbeth wasn't blessed or crowned with "fortune", he was "disdaining fortune" suggesting a disregard, deeming the fortune of god unworthy. Although, Macbeth is being celebrated and praised, there is an underlying theme of him usurping the fortune of god to obtain a violent conquering in battle.

(You provide a nuanced analysis of the extract, exploring the dual nature of violence as both honorable and potentially hubristic. The examination of the term 'fortune' is insightful, showing an understanding of the complexity of Shakespeare's language. However, ensure that you maintain a focus on the question by explicitly linking these observations back to the presentation of violence.)

Furthermore, the metaphor of "smoked" connotes to heat and hell, foreshadowing the moral, phycological and physiological ramifications of Macbeth's violent acts. Shakespeare instills this idea of violence within Macbeth's character as inherent, from the beginning of the play and even while Macbeth is being payed homage to thee is an underlying shadow of violent acts to defend Scotland that is accepted, now even thought these violent acts, later, bring about his tragic downfall. Perhaps, Shakespeare constructs this in order to appease James I, Shakespeare's patron- this idea of the tragic and eternal consequence of even a trusted, honoured soldier, betraying their king, usurping power- dissuading anyone from treason.

(Your analysis of the metaphor 'smoked' is effective in exploring the ominous undertones of Macbeth's violence. The connection to King James I and the potential political implications of the play is a sophisticated contextual point. However, be mindful of spelling and grammatical errors ('phycological' should be 'psychological', 'payed' should be 'paid', and 'thee' seems out of place) as they can detract from the clarity of your argument.)

In acts 2 Macbeth's portrayal as a violent character is embossed with mania and aggression, initiating his decent from "worthy" to "fiend". as Macbeth outlines his ambitions, he says "with Tarquins ravishing strides, towards his design". This remark to Tarquin, a Roman tyrant who rapped his wife, revealed the constraints that Macbeth has been "cabined, cribbed, confined" too. Shakespeare utilises the prescribed gender roles of society to expose their corrupt and immoral ways. Macbeth, emasculated by lady Macbeth's "when you durst do it, then you were a man", has lost a sense of his own identity within his masculinity. his aspiration to emaciate Tarquin, who ruled ruthlessly, signifies that he now perceives power synonymous with brutality and toxic masculinity. Moreover the idea of "design" further alludes to gods "design" of creation, demonstrating that Macbeth's ambition, fuelled by violent means, is to obtain the intention, time and power of the gods. To a pious Jacobean audience, this idea of Macbeth's aspiration for transgression against the natural order exacerbates Macbeth as, not only a physically violent character but also a threat to gods diving order.

(This paragraph offers a strong analysis of Macbeth's descent into violence and the influence of gender roles. The reference to Tarquin is well-chosen and effectively used to illustrate Macbeth's changing perception of power. However, there are several typographical errors ('rapped' should be 'raped', 'emaciate' seems incorrect, 'gods' should be 'God's', 'durst' should be 'dare', 'diving' should be 'divine') that need to be addressed. Additionally, ensure that your analysis remains focused on the presentation of violence as per the essay question.)

In conclusion, Shakespeare presents Macbeth's ambition as innate and internalised. As a "worthy" character, although patriotically, Macbeth employs violence so powerful that it can overwhelm and disregard fortune". furthermore, as a tyrant, Macbeth's violence is continually ingrained into his mentality and being, inflamed from his emasculation. This cyclical structure, demonstrates how Macbeth is "smoked" in eternal damnation for his instinctuall violence and brutality to fulfil his own self-serving ambition.

(Your conclusion effectively summarises the key points of your essay, reinforcing the idea that Macbeth's violence is a product of his ambition and societal pressures. However, the conclusion could be strengthened by more explicitly tying these points back to the question of how violence is presented in the play. Also, watch out for typographical errors ('instinctuall' should be 'instinctual', 'fortune"' is missing the opening quotation mark) and ensure that the final sentence is grammatically complete.)

Mr Salles Teaches English is a reader-supported publication. To receive new posts which help you get top grades, consider becoming a free or paid subscriber.

Mark: 21 - 24 (this is a beta feature and mark may not be very accurate)

Overall feedback:

Your essay demonstrates a thoughtful and developed consideration of the presentation of violence in 'Macbeth', with a particular focus on the interplay between ambition, societal expectations, and gender roles. You provide a range of apt references and integrate them well into your interpretations. To improve, pay close attention to typographical and grammatical accuracy, as errors can detract from the overall quality of your work. Additionally, ensure that each point you make is explicitly linked back to the question to maintain a clear and focused argument throughout.

What went well: The essay shows a strong understanding of the thematic complexities in 'Macbeth' and provides a nuanced analysis of the text. The use of context to inform the interpretation is particularly well done.

Even better if: To achieve a higher level, work on refining the precision of language and proofreading to eliminate typographical errors. Ensure that all analysis is clearly and consistently linked back to the question of how violence is presented in the play.

Thank you for reading Mr Salles Teaches English. This post is public so feel free to share it with someone else who wants top grades.

Ready for more?

Miss Huttlestone's GCSE English

Because a whole class of wonderful minds are better than just one!

‘Macbeth’ Grade 9 Example Response

Grade 9 – full mark – ‘Macbeth’ response

Starting with this extract (from act 1 scene 7), how does Shakespeare present the relationship between Macbeth and Lady Macbeth?

In Shakespeare’s eponymous tragedy ‘Macbeth’, Macbeth and Lady Macbeth’s relationship is a complex portrait of love, illustrating layers of utter devotion alongside overwhelming resentment. Though the couple begins the play unnaturally strong within their marriage, this seems to act as an early warning of their imminent and inevitable fall from grace, ending the play in an almost entirely different relationship than the one they began the play with.

In the exposition of the play, Macbeth and Lady Macbeth initially appear immensely strong within their marriage, with Macbeth describing his wife as ‘my dearest partner of greatness’ in act 1 scene 5. The emotive superlative adjective ‘dearest’ is a term of endearment, and acts as a clear depiction of how valued Lady Macbeth is by her husband. Secondly, the noun ‘partner’ creates a sense of sincere equality which, as equality within marriage would have been unusual in the Jacobean era, illustrates to a contemporary audience the positive aspects of their relationship. Furthermore the lexical choice ‘greatness’ may connote ambition, and as they are ‘partner(s)’, Shakespeare suggests that Macbeth and Lady Macbeth are equal in their desire for power and control, further confirming their compatibility but potentially hinting that said compatibility will serve as the couple’s hamartia.

However, the strength of Macbeth and Lady Macbeth’s relationship falls into a rapid downward spiral in the subsequent scenes, as a struggle for power within the marriage ensues. This is evidenced when Macbeth, in act 1 scene 7, uses the declarative statement ‘we will proceed no further in this business’. Here, Macbeth seems to exude masculinity, embracing his gender role and dictating both his and his wife’s decisions. The negation ‘no’ clearly indicates his alleged definitive attitude. However, Lady Macbeth refuses to accept her husband’s rule, stating ‘when you durst do it, then you were a man’. She attempts to emasculate him to see their plan through. The verb ‘durst’ illustrates the risk taking behaviour that Lady Macbeth is encouraging; implying an element of toxicity within their relationship, and her harsh speech makes the cracks in their relationship further visible to the audience. It is also probable that a contemporary audience would be made severely uncomfortable in the presence of Lady Macbeth’s unapologetic display of power, and it is possible that Shakespeare attempts to paint Lady Macbeth as the villain of the play, playing upon the audience’s pre-determined fears of feminine power. Though Lady Macbeth appears to be acting entirely out of self-interest, another reader may argue that she influences her husband so heavily to commit the heinous act of regicide, as she believes that he crown may as a substitute for the child or children that Shakespeare suggests she and Macbeth have lost previously, and in turn better Macbeth’s life and bring him to the same happiness that came with the child, except in another form.

As the play progresses, Shakespeare creates more and more distance between the characters, portraying the breakdown of their relationship as gradual within the play but rapid in the overall sense of time on stage. For example, Lady Macbeth requests a servant ‘say to the king’ Lady Macbeth ‘would attend his leisure/ for a few words’. Here she is reduced to the status of someone far lesser than the king, having to request to speak to her own husband. It could be interpreted that, now as king, Macbeth holds himself above all else, even his wife, perhaps due to the belief of the divine right of kings. The use of the title rather than his name plainly indicated the lack of closeness Lady Macbeth now feels with Macbeth and intensely emotionally separates them. This same idea is referenced as Shakespeare develops the characters to almost juxtapose each other in their experiences after the murder of Duncan. For example, Macbeth seems to be trapped in a permanent day, after ‘Macbeth does murder sleep’ and his guilt and paranoia render him unable to rest. In contrast, Lady Macbeth takes on an oppositional path, suffering sleepwalking and unable to wake from her nightmare; repeating the phrase ‘to bed. To bed’ as if trapped in a never-ending night. This illustrates to the audience the extreme transformation Macbeth and Lady Macbeth’s relationship undergoes, and how differently they end up experiencing the aftermath of regicide.

In conclusion, Macbeth and Lady Macbeth begin the play almost too comfortable within their marriage, which seems to invite the presence of chaos and tragedy into their relationship. Their moral compositions are opposing one another, which leads to the distancing and total breakdown of their once successful marriage and thus serves as a warning to the audience about the effects of murder, and what the deadly sin of greed can do to a person and a marriage.

Share this:

Published by.

gcseenglishwithmisshuttlestone

Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone

9 thoughts on “‘Macbeth’ Grade 9 Example Response”

wheres the context

Like Liked by 1 person

It is also probable that a contemporary audience would be made severely uncomfortable in the presence of Lady Macbeth’s unapologetic display of power, and it is possible that Shakespeare attempts to paint Lady Macbeth as the villain of the play, playing upon the audience’s pre-determined fears of feminine power.

Also ref to ‘divine right of kings’

Thank you! This is a brilliant response. Just what I needed. Could you also please include the extract in the question.

We will proceed no further in this business. He hath honored me of late, and I have bought Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not cast aside so soon.

—> until end of scene

She did (Act 1 Scene 7)

Another great resource for grade 9 Macbeth analysis https://youtu.be/bGzLDRX71bs

In order to get a grade 9 for a piece like this would you need to include a wide range of vocabulary or could you write the same thing ‘dumbed down’ and get a 9.

If the ideas were as strong then yes, but your writing must AT LEAST be ‘clear’ for a grade 6 or above.

This is really great, I’m in Year 10 doing my Mock on Thursday, a great point that i have found (because I also take history) Is the depiction of women throughout the play, during the Elizabethan era, (before the Jacobean era) many people had a changed view of women as Queen Elizabeth was such a powerful woman, glimpses of this have been shown in Jacobean plays, in this case Macbeth, Lady Macbeth is depicted as powerful although she had to be killed of to please King James (as he was a misogynist) women are also depicted as evil in the play, such as the three witches, I also found that the Witches are in three which could be a mockery to the Holy Trinity.

Leave a comment Cancel reply

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

• Ask LitCharts AI
• Discussion Question Generator
• Essay Prompt Generator
• Quiz Question Generator

• Literature Guides
• Poetry Guides
• Shakespeare Translations
• Literary Terms

William Shakespeare

Ask LitCharts AI: The answer to your questions

To call Macbeth a violent play is an understatement. It begins in battle, contains the murder of men, women, and children, and ends not just with a climactic siege but the suicide of Lady Macbeth and the beheading of its main character, Macbeth . In the process of all this bloodshed, Macbeth makes an important point about the nature of violence: every violent act, even those done for selfless reasons, seems to lead inevitably to the next. The violence through which Macbeth takes the throne, as Macbeth himself realizes, opens the way for others to try to take the throne for themselves through violence. So Macbeth must commit more violence, and more violence, until violence is all he has left. As Macbeth himself says after seeing Banquo's ghost, "blood will to blood." Violence leads to violence, a vicious cycle.

Violence ThemeTracker

Violence Quotes in Macbeth

• Quizzes, saving guides, requests, plus so much more.

Home — Essay Samples — Literature — Macbeth — Theme Of Revenge In Macbeth

Theme of Revenge in Macbeth

• Categories: Macbeth

About this sample

Words: 813 |

Published: Mar 14, 2024

Words: 813 | Pages: 2 | 5 min read

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

• Expert in: Literature

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

3 pages / 1312 words

2 pages / 1418 words

1 pages / 627 words

4 pages / 1790 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Macbeth

In William Shakespeare's iconic tragedy "Macbeth," the landscape is densely populated with characters who drive the plot's twists and unveil the gloomy fates that envelop Scotland. Amidst the chaos stirred by ambition and [...]

Shakespeare's Macbeth is a literary masterpiece that employs various rhetorical strategies to convey its themes and messages. The play is a tragic tale of a Scottish nobleman, Macbeth, who is driven by ambition to commit heinous [...]

Sleep plays a crucial role in Shakespeare's tragedy, Macbeth. This recurring theme serves as a powerful symbol, highlighting the characters' guilt, redemption, and the consequences of their actions. By analyzing the significance [...]

The play features a series of betrayals and acts of deceit that drive the plot and lead to the tragic downfall of the characters. This essay will explore the role of deceit and deception in the play, analyzing how it contributes [...]

William Shakespeare is a name recognised by many as one of the most acclaimed authors in English literature. His plays are known around the world, creating characters that you either love, hate, or pity. The play Macbeth is an [...]

In Shakespeare's play Macbeth we see the main character, Macbeth changes from a well-regarded and loyal soldier of the Scottish king to a murderous tyrant. At the start of the play Macbeth is courageous, ambitious, superstitious [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Macbeth – A* / L9 Full Mark Example Essay

This is an A* / L9 full mark example essay on Macbeth completed by a 15-year-old student in timed conditions (50 mins writing, 10 mins planning).

It contained a few minor spelling and grammatical errors – but the quality of analysis overall was very high so this didn’t affect the grade. It is extremely good on form and structure, and perhaps could do with more language analysis of poetic and grammatical devices; as the quality of thought and interpretation is so high this again did not impede the overall mark. 

Thanks for reading! If you find this resource useful, you can take a look at our full online Macbeth course here . Use the code “SHAKESPEARE” to receive a 50% discount!

This course includes: 

• A full set of video lessons on each key element of the text: summary, themes, setting, characters, context, attitudes, analysis of key quotes, essay questions, essay examples
• Downloadable documents for each video lesson 
• A range of example B-A* / L7-L9 grade essays, both at GCSE (ages 14-16) and A-Level (age 16+) with teacher comments and mark scheme feedback
• A bonus Macbeth workbook designed to guide you through each scene of the play!

For more help with Macbeth and Tragedy, read our article here .

MACBETH EXAMPLE ESSAY:

Macbeth’s ambition for status and power grows throughout the play. Shakespeare uses Macbeth as an embodiment of greed and asks the audience to question their own actions through the use of his wrongful deeds.

In the extract, Macbeth is demonstrated to possess some ambition but with overriding morals, when writing to his wife about the prophecies, Lady Macbeth uses metaphors to describe his kind hearted nature: “yet I do fear thy nature, / It is too full o’th’milk of human kindness”. Here, Shakespeare presents Macbeth as a more gentle natured being who is loyal to his king and country. However, the very act of writing the letter demonstrates his inklings of desire, and ambition to take the throne. Perhaps, Shakespeare is aiming to ask the audience about their own thoughts, and whether they would be willing to commit heinous deeds for power and control. 

Furthermore, the extract presents Macbeth’s indecisive tone when thinking of the murder – he doesn’t want to kill Duncan but knows it’s the only way to the throne. Lady Macbeth says she might need to interfere in order to persuade him; his ambition isn’t strong enough yet: “That I may pour my spirits in  thine ear / And chastise with the valour of my tongue”. Here, Shakespeare portrays Lady Macbeth as a manipulative character, conveying she will seduce him in order to “sway “ his mind into killing Duncan. The very need for her persuasion insinuates Macbeth is still weighing up the consequences in his head, his ambition equal with his morality. It would be shocking for the audience to see a female character act in this authoritative way. Lady Macbeth not only holds control of her husband in a patriarchal society but the stage too, speaking in iambic pentameter to portray her status: “To catch the nearest way. Thou wouldst be great”. It is interesting that Shakespeare uses Lady Macbeth in this way; she has more ambition for power than her husband at this part of play. 

As the play progresses, in Act 3, Macbeth’s ambition has grown and now kills with ease. He sends three murders to kill Banquo and his son, Fleance, as the witches predicted that he may have heirs to the throne which could end his reign. Macbeth is suspicious in this act, hiding his true intentions from his dearest companion and his wife: “I wish your horses swift and sure on foot” and “and make our faces vizards to our hearts”. There, we see, as an audience, Macbeth’s longing to remain King much stronger than his initial attitudes towards the throne He was toying with the idea of killing for the throne and now he is killing those that could interfere with his rule without a second thought. It is interesting that Shakespeare presents him this way, as though he is ignoring his morals or that they have been “numbed” by his ambition. Similarly to his wife in the first act, Macbeth also speaks in pentameter to illustrate his increase in power and dominance. 

In Act 4, his ambition and dependence on power has grown even more. When speaking with the witches about the three apparitions, he uses imperatives to portray his newly adopted controlling nature: “I conjure you” and “answer me”. Here, the use of his aggressive demanding demonstrates his reliance on the throne and his need for security. By the Witches showing him the apparitions and predicting his future, he gains a sense of superiority, believing he is safe and protected from everything. Shakespeare also lengthens Macbeth’s speech in front of the Witches in comparison to Act 1 to show his power and ambition has given him confidence, confidence to speak up to the “filthy nags” and expresses his desires. Although it would be easy to infer Macbeth’s greed and ambition has grown from his power-hungry nature, a more compassionate reading of Macbeth demonstrates the pressure he feels as a Jacobean man and soldier. Perhaps he feels he has to constantly strive for more to impress those around him or instead he may want to be king to feel more worthy and possibly less insecure. 

It would be unusual to see a Jacobean citizen approaching an “embodiment” of the supernatural as forming alliance with them was forbidden and frowned upon. Perhaps Shakespeare uses Macbeth to defy these stereotypical views to show that there is a supernatural, a more dark side in us all and it is up to our own decisions whereas we act on these impulses to do what is morally incorrect. 

If you’re studying Macbeth, you can click here to buy our full online course. Use the code “SHAKESPEARE” to receive a 50% discount!

You will gain access to  over 8 hours  of  engaging video content , plus  downloadable PDF guides  for  Macbeth  that cover the following topics:

• Character analysis
• Plot summaries
• Deeper themes

There are also tiered levels of analysis that allow you to study up to  GCSE ,  A Level  and  University level .

You’ll find plenty of  top level example essays  that will help you to  write your own perfect ones!

Related Posts

The Theme of Morality in To Kill A Mockingbird

Unseen Poetry Exam Practice – Spring

To Kill A Mockingbird Essay Writing – PEE Breakdown

Emily Dickinson A Level Exam Questions

Poem Analysis: Sonnet 116 by William Shakespeare

An Inspector Calls – Official AQA Exam Questions

The Dolls House by Katherine Mansfield: Summary + Analysis

An Occurrence At Owl Creek Bridge: Stories of Ourselves:

How to Get Started with Narrative Writing

Robert Frost’s Life and Poetic Career

© Copyright Scrbbly 2022

Grade 9 - Themes

Test yourself on this topic.

This topic is designed as an interactive quiz.

Test yourself in an adaptive quiz or answer open-ended exam questions for free, by signing in to Seneca.

Jump to other topics

1 Literary & Cultural Context

1.1 Context

1.1.1 Tragedy

1.1.2 The Supernatural & Gender

1.1.3 Politics & Monarchy

1.1.4 End of Topic Test - Context

2 Plot Summary

2.1.1 Scenes 1 & 2

2.1.2 Scene 3

2.1.3 Scenes 4-5

2.1.4 Scenes 6-7

2.1.5 End of Topic Test - Act 1

2.2 Acts 2-4

2.2.1 Act 2

2.2.2 Act 3

2.2.3 Act 4

2.3.1 Scenes 1-3

2.3.2 Scenes 4-9

2.3.3 End of Topic Test - Acts 2-5

3 Characters

3.1 Macbeth

3.1.1 Hero vs Villain

3.1.2 Ambition & Fate

3.1.3 Relationship

3.1.4 Unstable

3.1.5 End of Topic Test - Macbeth

3.2 Lady Macbeth

3.2.1 Masculine & Ruthless

3.2.2 Manipulative & Disturbed

3.3 Other Characters

3.3.1 Banquo

3.3.2 The Witches

3.3.3 Exam-Style Questions - The Witches

3.3.4 King Duncan

3.3.5 Macduff

3.3.6 End of Topic Test - Lady Macbeth & Banquo

3.3.7 End of Topic Test - Witches, Duncan & Macduff

3.4 Grade 9 - Key Characters

3.4.1 Grade 9 - Lady Macbeth Questions

4.1.1 Power & Ambition

4.1.2 Power & Ambition HyperLearning

4.1.3 Violence

4.1.4 The Supernatural

4.1.5 Masculinity

4.1.6 Armour, Kingship & The Natural Order

4.1.7 Appearances & Deception

4.1.8 Madness & Blood

4.1.9 Women, Children & Sleep

4.1.10 End of Topic Test - Themes

4.1.11 End of Topic Test - Themes 2

4.2 Grade 9 - Themes

4.2.1 Grade 9 - Themes

4.2.2 Extract Analysis

5 Writer's Techniques

5.1 Structure, Meter & Other Literary Techniques

5.1.1 Structure, Meter & Dramatic Irony

5.1.2 Pathetic Fallacy & Symbolism

5.1.3 End of Topic Test - Writer's Techniques

End of Topic Test - Themes 2

Extract Analysis

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Macbeth grade 9 response - violent character

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

12 October 2023

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

A grade 9 response exploring how Macbeth is presented in the play.

Also includes a planning grid for students to follow

It would comfortably fit into the top band of the mark scheme 26-30 marks due to the perceptive debate with judicious quotations and assured analysis of methods and exploration of wider ideas.

Also includes a grade 8 version that does not quite meet the grade 9 requirements for a comparison.

Also includes a differentiated writing frame for students working towards a grade 4 at the other end of the ability spectrum.

The question is freely available here: https://filestore.aqa.org.uk/sample-papers-and-mark-schemes/2019/june/AQA-87021-QP-JUN19.PDF

Tes paid licence How can I reuse this?

Get this resource as part of a bundle and save up to 84%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

9 High Grade Macbeth Model Responses

9 High level Macbeth responses to a range of GCSE style questions. Includes essays on guilt, Macbeth, Banquo, women, Lady Macbeth, witches. All responses have been designed to reflect the realistic achievements of the highest achieving students in Year 11. Some responses are clearly grade 9. Others you may feel could be grade 8 depending on the grade boundaries in any particular year but all have moments of critical exploration required for the top band.

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

How to Write a Macbeth Essay ( OCR GCSE English Literature )

Revision note.

English Senior Content Creator

How to Write a Macbeth Essay

Paper 2 of your OCR GCSE English Literature exam will include questions on your anthology poetry, unseen poetry and on the Shakespeare play you’ve been studying.

You will have 50 minutes to complete one Macbeth question from a choice of two options:

A question based on an extract (of about 40 lines) from Macbeth or 

A “discursive” essay question, which is not based on any extract

You will not have access to a copy of Macbeth for either of these two questions, so it’s important you know the plot of the play really well, and that you have memorised some references and quotes from the play to use in your essay.  For the Macbeth essay, OCR examiners state that you need to use evidence from elsewhere in the play, even for the extract-based question : to get a Grade 9, it’s not enough to rely on the text from the extract. See our Macbeth Quotations and Analysis revision note page for some great quotations to learn.

How do you start a Macbeth essay?

It’s always daunting when you have 50 minutes to write one long answer. So how do you start writing? It might sound odd, but the answer is don’t start writing.

The single most important thing you can do to get the highest mark on your Macbeth essay is to write an essay plan before you start your answer. For both the extract-based question and the discursive essay, examiners award the highest marks to students who create a “coherent line of argument” and who maintain a “focus on the question” and a “critical style”. What do these phrases actually mean?

By creating a plan before you start writing, you can make sure that your essay covers all three of these points.

Your plan could look something like this:

How do you structure a Macbeth essay?

As we’ve seen, examiners give the highest marks to students who have managed to create a “coherent line of argument” throughout their essay. We’ve seen that the best way to achieve this is to create a plan, and to use that plan to structure your essay clearly and logically. 

To achieve a grade 9, OCR recommends that students include an introduction , clearly organised paragraphs and a conclusion .  If you look at the example plan above, you will see that the example plan includes a “ thesis statement ” and “ topic questions ”. See how to include these into your essay below:

Top tips for structuring your Macbeth essay:

Always begin with a clear thesis statement that sets out your argument:

Your thesis statement should only be one or two sentences in length

Include three or four paragraphs in your essay:

Including more paragraphs can result in a rambling essay that doesn’t always answer the question - less is more when writing a focused, coherent essay

Each paragraph should begin with a topic sentence:

This is one sentence that sets out the argument of the paragraph

Topic sentences should always be directly related to your thesis statement and the key words of the essay question

All the evidence (quotations or textual references) you include in any paragraph should help you prove your topic sentence

Finish your essay with a short conclusion:

The conclusion shouldn’t include any new evidence

It should sum up how you have proved your thesis statement 

Some schools and teachers teach students a “scaffold” for writing essay paragraphs. This usually takes the form of an acronym, like PEE (Point, Evidence, Explanation).

However, more and more, OCR examiners are recommending students don’t follow these fixed structures. This is because they restrict your ability to bring in additional pieces of evidence, explore contextual factors, extend your explanation to include different interpretations, or include your own opinions.

To see an example of how to include these elements in your essay, see our model answer for the OCR Macbeth extract question , and a model answer for the Macbeth discursive essay question .

Macbeth essay top exam tips

You've read 0 of your 10 free revision notes

Unlock more, it's free, join the 100,000 + students that ❤️ save my exams.

the (exam) results speak for themselves:

Did this page help you?

Author: Nick Redgrove

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.